The First International Talent Management Congress

Transcription

The First International Talent Management
Congress
Iran National Science Foundation
Shefa Neuroscience Research Center
‫ل‬
‫ل‬
‫م‬
‫ل‬
‫ي‬
‫ا‬
‫ت‬
‫س‬
‫اولين گردهمايي نيب‌ا ي مدري ت ا عد داه‬
‫صندوق حمايت از ژپوهشگران و فناوران كشور‬
‫مركز تحقيقات علوم اعصاب شفا‬
Program At A Glance
Tuesday, 15 December, 2015
The First International Talent Management Congress, 15-17 December, 2015 Tehran, Iran
First Session
Opening Ceremony
09:00 - 10:00
09:00 - 09:10
09:10 - 09:30
Reading Some Verses of the Holy Quran
Opening Remarks by Iranian Vice-President for
Science and Technology
09:30 - 09:45
Dr. Sorena Sattari
Welcome Remarks by President of Iran National
Science Foundation
09:45 - 10:00
Dr. Nosratollah Zargham
Welcome Speech by Director of Shefa Neuroscience
Research Center
Prof. Ali Gorji
Break
10:00 - 10:30
Second Session
10:30 - 12:40
10:30 - 11:10
11:10 - 11:35
11:35 - 12:00
12:00 - 12:25
12:25 - 12:40
Defining Talent: A Cultural Perspective
Dr. Tracey Tokuhama-Espinosa
Neuroscience and Talent: How Neuroscience Can
Enhance Successful Plan of Talent Strategy
Prof. Ali Gorji
Talent Management in Entrepreneurial Competencies
Who Are More Responsible? Parent or Teachers?A Case
Study from Iranian Students
Dr. Reza Zafarian
Talent Management in the Organizations
Dr. Abbas Pourshahbaz
Q and A
Pray and Lunch
12:40 - 14:00
3
Third Session
14:00 - 17:00
14:00 - 15:00
Workshop (1)
The Role of Positive Psychology in Talent Identification
and Development
Dr. Peggy Kern
Break
15:00 - 15:15
Workshop (2)
15:15 - 16:30
The Development of the EU Talent Support Network:
Enrichment, Openness, Cooperation
Mrs. Csilla Fuszek
Discussion
16:30 - 17:00
4
Wednesday, 16 December, 2015
First Session
8:30 - 10:00
8:30 - 9:00
9:00 - 9:40
9:40 - 10:05
Morning Remarks/Prayer Identifying Our Own
Strengths and Talents- VIA activity
Dr. Peggy Kern / Mrs. Leslie Williamson
Research on the Brain and Learning: Plasticity and
Variability and Their Impact on Talent Identification
Dr. Tracey Tokuhama Espinosa
The Importance of Promoting Talent in all Students
Mrs. Leslie Williamson
Break
10:05-10:30
Second Session
10:30 - 12:30
10:30 - 10:55
10:55 - 11:20
11:20 - 11:45
11:45 - 12:10
12:10 - 12:30
Youth Health Promotion Using Virtual Space
Dr. Mohammadtaqi Ahmadian
Why Preschool Education Programs Is So Important?
Dr. Mansoureh Karimzadeh
Applying the Methods of Psychological Assessment in
Diagnosis of Talented People: Issues and Solutions
Dr. Ebrahim Alizadeh
Modern and Traditional Media: A Chance to Discover
Ingenuity and Talent
Mr. Ali Zarean
Q and A
Pray and Lunch
12:30 - 14:00
6
Third Session:
14:00 - 17:00
Workshop (3)
14:10 - 15:00
Positive Education and Flourishing Schools:
Strategies for Building Well-Being and Resilience in
Students and Staff
Dr. Peggy Kern
Break
15:00 - 15:15
Workshop (4)
15:15 - 16:30
Televiewing and Children’s Development-Skype
Presentation
Dr. Linda Pagani
Discussion
16:30 - 17:00
7
Thursday, 17 December, 2015
First Session:
8:30 - 10:00
8:30 - 9:00
Morning Remarks/Prayer
9:00 - 9:30
Mrs. Leslie Williamson
The Use of New Technologies in Justice Oriented Talent
Identification
9:30 - 10:00
Dr. Amirhossein Asadi
Structural Turns in the School Curriculum to Meet
the Requirements of Detecting and Developing Specific
Talents
Dr. Mahmoud Mehr Mohammadi
Break
10:00 - 10:30
Second Session:
10:30 - 12:30
10:30 - 11:00
11:00 - 11:30
The Analytic Model of Talent
Dr. Mansour Sadeghi Mal Amiri
Talent Management in Sport
Dr. Laleh Hakemi
Closing Ceremony
Presenter Panel
Final Remarks Regarding Further Implications for Application
and Policy
11:30 - 12:30
9
Abstracts
Defining Talent: A Cultural Perspective
Tracey Tokuhama-Espinosa
Abstract
What is talent? How can it be identified? Who is responsible for identifying it? Are
there universally valued talents, or are they all culturally bound? There are at least
three different levels of analysis to explore these questions. On the government level,
we must philosophically decide on how our country chooses and expresses its values
through what is taught, to whom, and for what periods of time, and with what kind of
teacher. On the second level of analysis, we must consider if the individual has the
proper conditions in which to learn. And at the neuronal level, have we created the
best conditions under which people can maximize their potential? We will explore how
each of these different levels must work together to help both individuals and countries
develop successfully.
11
Neuroscience and Talent: How Neuroscience Can Enhance Successful
Plan of Talent Strategy
Ali Gorji1, 2, 3
1
Shefa Neuroscience Research Center, Khatam Alanbia Hospital, Tehran, Iran
Epilepsy Research Center, Munster University, Munster, Germany
2
Razavi Neuroscience Research Center, Mashhad, Iran
3
Abstract
Performance and development are based on hard work, experience and learning.
Learning how to change different behaviors is crucial to successful talent management
plans. Within the brain there are complex connected circuits that can identify threats.
The brain reacts to change as a threat. There is also a collection of brain structures tied
to a natural reward system that are involved in the regulation of various behaviors. The
brain is capable of adjusting its behavior by alerting the reward system and minimizing
threat. Emotions are also important and are controlled by subcortical structures of the
brain. Training of connected brain circuits enhances their plasticity and this is critical for
learning, memory, and behavior. Neuroscience studies ways to create optimal learning
conditions and improve behavioral approaches. Neuroscience research also can explain
how we can implement a better talent development and management strategies in order
to adopt successful policies.
12
Talent Management in Entrepreneurial Competencies Who Are
More Responsible? Parent or Teachers? A Case Study from Iranian
Students
Reza Zaefarian1, Nasim Shahorkhian2, Nakisa Hosseinzadeh2, Farnaz
Asgari2, Misagh Tasavori3
University of Tehran, Tehran, Iran
Kaashef Research & Development Expert, Tehran, Iran
3
University of Essex
1
2
Abstract
Kaashef is a project with the aim of Talent Management in Entrepreneurial Competencies
in Iran. In this project, students (children) are trained over the years in order to learn
how to establish their own business in the future. This project, which has developed
through collaboration of Faculty of Entrepreneurship of University of Teheran, Ministry
of Education and Ministry of Labour and Social Affairs, has been recently welcomed
and appreciated by UNESCO and Unesco Chair in Entrepreneurship (UCE) in Iran.
Kaashef program has several stages: identification, evaluation and development of
entrepreneurial characteristics and capabilities. The first stage of this project focused on
identification of key entrepreneurial characteristics in Iran. It was carried out through
a deep study on Iranian entrepreneurs. The findings of this research revealed 15 key
characteristics of successful entrepreneurs in Iran. In the second stage, students studying
in the primary and secondary schools are evaluated in terms of these characteristics. In
the third stage, a training programme is offered to enhance these characteristics and
familiarise students with the concept of entrepreneurship. This program aims to develop
entrepreneurial culture among families and children and enable students to start their
own business after graduation from school or university. Kaashef designs an exam in
the form of a customized questionnaire, to evaluate students` competencies and skills.
A pilot study has been carried out on a sample of four thousand students to ensure the
accuracy of the questions. In Addition, Kaashef has designed a customised questionnaire
for parents and teachers to evaluate their skills in developing entrepreneurial orientation
in students (children). This test is carried out with the help of The National Education
Assessment Organization (first year) and Ministry of Education (second year), in an
annual basis and throughout the whole country at the same time. In this countrywide
exam, we found that, in entrepreneurial competencies development, students› behaviour
in some competencies are more dependent to their parents besides of their teachers.
Parents and teachers have different influence on students (children) and usually their
recommendation weaken entrepreneurial orientation in students.
13
Talent Management in Organizations
Abbas Pourshahbaz
University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Abstract
Successful organizations take action to ensure that they have the human resources
to meet their current and future business needs. Organizations require much greater
flexibility to account for individual needs than in the past and have to find new ways to
manage resulting challenges. Talent Management (TM) will play a critical role in this
context to help businesses succeed. Talent Management is defined as the process of
choosing, supervising, and encouraging talent so individuals can perform their best in
organizations. The fundamental purpose of TM is choosing the right people, with the
right skills, at the right time, and for the right jobs; this is crucial for guaranteeing the
health and advancement, as well as effective functioning, of the companies now and in
the future. TM works to nurture each person’s potential toward success and happiness.
It is important to recognize that Talent Management is an effective strategy for achieving
organizational goals while also helping businesses become more competitive in the job
market. TM comprises different but related components that aim to identify, preserve,
and boost these goals:
•
•
•
•
•
•
•
Selection and recruitment
Capability assessment
Training and development
Performance management
Employee engagement
Succession planning
Leadership development
These concepts are among the significant factors that resulted from research in Iran’s
power generation and transmission and distribution management company (TAVANIR)
and its 90 subsidiary companies, as well as a series of programs that have been
implemented in the field of TM since 2001. As a best practice, the stages of the plan and
the results will be offered in this presentation.
14
The Role of Positive Psychology in Talent Identification and
Development
Peggy Kern
Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education,
Melbourne, Australia
Abstract
Positive psychology as a field focuses on identifying and supporting internal strengths
and external resources to promote optimal functioning, flourishing, and resilience in
individual, organizations, and communities. Research and interventions from the field
are helping people be happy, productive, and resilient. From this perspective, each
person has a unique set of strengths, which when used appropriately, helps the person
feel good and function well. This workshop will introduce the positive psychology
perspective and explore the possibilities and limitations of a strengths-based approach
to talent identification and development.
15
The Development of the EU Talent Support Network-Enrichment,
Openness, Cooperation
Csilla Fuszek
Founding Director of the Budapest European Talent Centre, Budapest, Hungary
Abstract
At the moment, 14 European Talent Centres belong to the recently formed European
Talent Support Network, which, in the long run, can bring new dimensions to panEuropean cooperation in supporting young talented people all over Europe. Exchange
and adaptation of best practices, spread and application of scientific results, possibilities
of mutual visits of young talents, their teachers, mentors, parents and all the experts
devoting their life to talent support can be all be expanded. A long process preceded
the acceptance of the idea of this network and the initial documents on forming EU
Talents Centres in 2014. The Accreditation Committee chosen by the European Council
for High Ability worked for several months to put together the criteria of an EU Talent
Centre. During their work lots of questions arose. In September 2015 the network began
its operation and in November the Call for being a European Talent Point was published
as well. The presentation will focus on the background of the accreditation and possible
results of the EU network thinking, the criteria of an EU Talent Centre and Talent Point
will be also discussed.
16
Research on the Brain and Learning: Plasticity and Variability and
Their Impact on Talent Identification
Tracey Tokuhama-Espinosa
Latin American Faculty for Social Science in Ecuador (FLACSO)
Abstract
This talk will introduce the idea that talent development is related to learning where
learning is the physiological process of neuro-plastic changes in the brain. To develop
talents, individuals must move from novice or beginner’s status to expertise levels
of knowledge or skills in a particular domain. Learning depends on maximizing an
individual’s potential through the experiences he or she has. This means that both
nature (one’s genes) and nurture (one’s experiences) play roles in talent development.
What is the definition of neuro-plasticity? How does the brain learn? How much
human variability is there in learning potential? What is the most up-to-date knowledge
about the brain and learning and the conditions under which plasticity thrives? This
presentation will share current examples and new findings related to the variability of
neuro-plasticity and its impact on talent identification.
17
The Importance of Promoting Talent in all Students
Leslie Williamson
Executive Director, Center for School Success,
Abstract
The educational system is designed for some students’ kind of minds (e.g., those with
strengths in attention, memory, language, social skills), for others, it is a daily struggle.
Unfortunately, the academic setting rarely accounts for this variability. Regardless, at
some point in time (for whatever reason), almost all students “hit a wall” (or face a
challenge) which can make them doubt whether they have the capacity to succeed.
Studies from multiple fields indicate that the impact of “differences in learning” on
society may be much broader and deeper than previously realized, affecting not only
students’ ability to succeed in school, but their overall health and well-being into
adulthood. Learning difficulties can be experienced at any age because the expectations
of school change over time, such as the volume, rate and complexity of information
that students are required to process and/or produce. In addition, students can spend
years hiding their learning challenges in fear of not living up to the real or perceived
expectations of their parents and teachers (or even themselves), which consequently
manifests through a range of bio-psycho-social-emotional issues. When students
struggle, the focus tends to be on what they can’t do, rather than what they can do. Yet,
every child has have a unique set of strengths and talents that needs to be recognized
and nurtured. The Center for School Success has identified key learning trends that can
serve as either risk or protective factors related to a student’s performance at different
times in his/her school career. These trends have been corroborated by a large-scale
US National Institutes of Health study on the reciprocal nature of health and learning.
This presentation will explore the areas that most impact school success and offer an
approach that incorporates recent brain research to maximize learning, support the
neurodiversity in classrooms and discover the potential in every learner.
18
Youth Health Promotion Using Virtual Space
Mohammadtaqi Ahmadian
School of Mechanical Engineering, Bioengineering Research Center, Sharif University of
Technology, Tehran, Iran
Abstract
Virtual technology can be a useful tool for designing models of healthy urban
environments. The resilience and sustainability in any urban environment involves the
establishment and maintenance of the health of its citizens. The well-being of youth,
the future workforce of every society, is a highly important consideration in the design
of cities. Cities are only truly sustainable when the workforce is guaranteed physical,
mental, and social health. Therefore, the economy, environment, individual health,
and infrastructure must be well defined and ideally optimized for diverse individuals.
This presentation discusses how achieving sustainable health initiatives efficiently is
possible through creating virtual health environments in order to train, innovate, and
transfer health information to urban society.
19
Why Preschool Education Programs Is So Important
Mansoureh Karimzadeh
University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Abstract
Neurological development is largely a result of the learning that takes place starting
at birth and during the earliest years of life. Child Care and Preschool Education
Programs are key to predicting ultimate success in school and life. Children who attend
preschool or other early education programs have enhanced cognitive, verbal, and
social development (which is maintained into the first few years of school). They also
enter school better prepared to learn, have significantly higher IQs and achievement, are
less likely to need individual education support, are less likely to exhibit delinquency
and antisocial behavior, and tend to have good social development. Children in lowincome families often are not able to participate in early education or quality child care
programs. Children growing up in poverty or near poverty also face many health and
environmental risks. Many facilities that offer child care for children living in poverty do
not provide the kind of quality care that supports optimal development and may actually
compromise their health and safety. Quality care and early education are essential
components of every child›s life. Policymakers should be clear about their expectations
for children entering school and create policies make a priority opportunities and
experiences that promote the best neurodevelopment of all children.
20
Applying the Methods of Psychological Assessment in Diagnosis of
Talented People: Issues and Solutions
Ebrahim Alizadeh
Shahid Beheshti University,Tehran, Iran
Abstract
Measuring individual talent is a prerequisite of talent management. In order to do so,
there are methods which have been established such as intelligence tests, general and
individual tests, ratings scale and the literature of educational performance. Applying
these methods are effective, if measurement error is low and validity is high. All current
available methods are faced with issues related to inaccurate talent measurement. Issues
of methodology in tools for talent identification will be discussed, such as ambiguity in
the conceptual definition of talents, how to design a question, how to estimate reliability,
and how to collect evidence of validity. Through an investigation of these theories, a
solution for accurate talent measurement emerges.
21
Modern and Traditional Media: A Chance to Discover Ingenuity and
Talent
Ali Zarean
Iranian Comprehensive Media for Children and Teenagers, Tehran, Iran
Abstract
If we plan to collect the talent and ingenuity of the next generation, we must help
them succeed from an early age. A comprehensive understanding of how to nurture the
creativity and talent of young people could lead to its presence in adulthood, as talent
creates opportunities for human development and fulfilment. The media is a powerful
industry for constructing, influencing, and maintaining child identities and talents;
indeed a major part of a person’s identity forms before the age of seven. One of the
media’s largest roles is to showcase the news and talent of famous individuals, which
gives them a seemingly higher status and self-importance. Similarly, the media can be
the platform for children to show self-assurance, confidence, and talent, especially as
primary users and viewers of media. The new age of media has created new opportunities
for recognizing talent and ability that were nearly impossible before. This presentation
will discuss the roles and future of technology and media in talent identification.
22
Positive Education and Flourishing Schools: Strategies for Building
Well-Being and Resilience in Students and Staff
Peggy Kern
Senior Lecturer, Centre for Positive Psychology, Melbourne Graduate School of Education,
Melbourne, Australia
Abstract
Positive education focuses on helping students not only achieve academically, but also
to thrive. This workshop will consider what well-being and flourishing is and how wellbeing science applies to education. Core constructs and positive interventions that can
be used with individuals, groups, and organizations to build well-being and resilience
will be explored. Specific activities that can be used with students and staff will be
provided.
23
Televiewing and Children’s Development
Linda Pagani
University of Montreal, Montreal, Canada
Abstract
Participants will be introduced to the risks associated with excessive early childhood
televiewing and develop an understanding of the current recommended guidelines for
children’s television exposure. My research agenda in Montreal (Canada) addresses
modifiable factors in early childhood that influence human development. From
birth through the preschool years, exponential brain maturation is characterized by
increasingly effective cognitive problem-solving, communication, and interpersonal
skills. These skills acquired during this developmental period are the result of rapid
brain growth. Consequently, children are particularly sensitive to environmental
input through live social interaction and active play with persons and objects across
different social contexts. Rapid and extensive brain growth also implies considerable
vulnerability in less stimulating or neurotoxic home environments. The overall goal of
this congress is to help children and adolescents strengthen and maximize their potential
and to build satisfying lives. Television viewing is a common pastime in very young
children. Although some preschool programming is geared toward developmentally
appropriate content, our research (and that of others) suggests that excessive screen
time reduces time spent engaging in developmentally enriching activities and tasks
which require more mental effort and thus foster brain development. The time spent
televiewing diminishes essential social exchanges and child monitoring in the home
environment, which is daunting given that family interaction remains the primary
vehicle of intellectual and social development in childhood. Thus, early childhood
televiewing represents an intellectually and physically sedentary activity that can be
considered neurotoxic when it becomes an excessive pastime. We will discuss the biopsycho-social outcomes associated with too much televiewing in early childhood.
24
The Use of New Technologies in Justice Oriented Talent Identification
Amirhossein Asadi
Research Center of Technology and Lifestyle, Sharif University of Technology, Tehran,
Iran
Abstract
Humans are born with potential abilities which may emerge due to certain circumstances.
In educational environments, needs, interests and capacities of individuals are wide and
varied. Therefore, developers and educators of training programs must provide special
facilities to identify talented people in the way that justice is observed for all people.
Meanwhile, there is no doubt that technology could have a major role in identifying
talented people with observance of justice. This presentation will discuss ways to
identify, promote and develop people’s talents using new technologies with the focus on
justice. The findings show that technology could be a useful tool for identifying talented
people and enhance their potential abilities.
25
Structural Turns in the School Curriculum to Meet the Requirements
of Detecting and Developing Specific Talents
Mahmoud Mehr Mohammadi
Department of Education, Tarbiat Modarres University, Tehran, Iran
Abstract
In the macro education plan for Iran (2010-2025), twelve years of schooling has been
characterized as “General” education. Such a characterization is prone to certain
misconceptions. General education does not equal “Uniform,” or standardized,
education and should refrain from identifying as such. Yet it is misinterpreted that there
is a relationship between offering a General type of education and policy makers’ lack
of concern about specialized education; such education is the mission or the territory of
higher education. But, of course, the General education system should act in a fashion
that detects and nurtures different aptitudes effectively. Otherwise, specialized education
at the higher education level will face an efficiency crisis, since such individualized
attention has been delayed for too long. In order to prevent such a catastrophic state of
affairs in the education system, it is imperative that a Uniform education in the schooling
years be discouraged. The type of education that does not take into account the spectrum
of interests and abilities is, ultimately, anti-educational. In this presentation, the idea of
“soft specialization” is proposed and resulting implications for structuring the school
curricula is discussed. From this perspective, and for aptitude detection and development
to occur in the schooling years devoted to General education, three major components
should be incorporated in the curricula for all stages of schooling: “prescriptive,” “semiprescriptive,” and “non-prescriptive” elements.
26
The Analytic Model of Talent
Mansour Sadeghi Mal Amiri
Department of Management, University of Imam Husein, Tehran, Iran
Abstract
The secret of success for organizations is the discovery and application of their
employees› “talent.” Yet, the most important matter is for individuals to discover their
own top talent. Research findings show that each individual has his or her own unique
inborn and acquired feature, including special temperament instinct and innateness.
Humans’ temperaments and instincts actualize naturally. However, it depends on
the individual whether he or she will choose to nurture this innateness or not. Each
person has a set of unique talents ordered according to a pyramidal system. The base
of the pyramid shows weaker talent while at the top lies a person’s strongest talents.
Individuals are supposed to follow the career which goes with this top talent. They
must invest in the talent positioned on the top of the pyramid. Yet, identification of this
top talent which is the most important one can be hard to detect. This presentation will
explore the nature of talent in order to help individuals identify specific indicators that
can lead them, like a compass, towards those talents which are most important for them.
27
Talent Management in Sport
Laleh Hakemi
Shefa Neuroscience Research Center, Khatam Alanbia Hospital, Tehran, Iran
Asian Federation of Sports Medicine
Sports Medicine Federation of Iran, Tehran, Iran
Abstract
Talent finding in sports can not only lead to winning teams but also ensure individuals
continue to participate, improve their talents, and take preventive measures against
injuries. Athletic talent often develops as the result of morphological, physiological, or
psychological characteristics. Many of these characteristics are inherited, and genetics
have important implications for talent. Talent finding and training leads to the appropriate
management and support for the individuals’ diverse body types, physiology, medical
history, and mental health that contribute greatly to athletic performance. Although
these services pose expenses on sports organizations, they would be cost-effective in the
long-term in order to prevent injuries and appropriately care for athletes. Moreover, with
the proper identification and management of individual talents, sports organizations can
unlock the true potential of every athlete.
28

The First International Talent Management Congress

Transcription

Similar documents

TRINI KIDS GOT TALENT Registration Form 2015

A Boutique Talent Agency exclusively focused on the Luxury and

Succession Planning

Material To Your SuccessTM

Job Benchmarking Made Simple Flowchart

What forces are shaping the future of HR?

Brochure UFV v5

PRESSENTACION SOFIA

the presentation

Traits Of Great Talents